Italian students’ results in the PISA mathematics test: does reading competence matter?

Development of functional literacy in secondary education: thematic discourse analysis

“…Исследователи в Италии предположили, что результат математической грамотности напрямую зависит от читательской грамотности, которая так же помогает ученикам в достижениях в других дисциплинах. При этом решение математических задач в ситуации реальной жизни помогает лучше запоминать и понимать математические концепты (Ajello, 2018: 514) [1]. Исследование в Турции показало, что ученики, владеющие двумя и более языками, показали хуже результат в тесте PISA 2018, чем ученики, обладающие только одним языком.…”

“…Hanley 1,2* , U.А. Ospanova 1,3 , М.А. Baimakhanbetov 1 1 «Information Analytical Centre», Kazakhstan, Nur-Sultan 2 University of Sussex, UK, Brighton 3 L.N.…”

“…Развитие функциональной грамотности в школах: тематический дискурс-анализ Н. Ханли 1,2* , У.А. Оспанова 1,3 , М. А. Баймаханбетов 1…”

The impact of school strategies and the home environment on home learning experiences during the COVID-19 pandemic in children with and without developmental disorders

“…Data of the Program for International Student Assessment (PISA) revealed that the better students were at reading comprehension in the language of instruction, the better they scored on the science test of PISA (Agirdag & Vanlaar, 2018). This is a generic international finding (Ajello et al, 2018;Delprato, 2021;Lopez-Agudo et al, 2021).…”

Interpreting mathematics performance in PISA: Taking account of reading performance

“…She argues that reading demands in items are one of the factors explaining the differential performance between PISA and TIMSS across countries, as many TIMSS items are context-free and have fewer words. By classifying PISA 2012 mathematics problems as 'low reading demand' and 'high reading demand', Ajello et al (2018) found that Italian male students achieved higher in low-reading demand problems, while females performed better in high-reading demand problems. In the context of China, high correlation between mathematics performance and reading subareas in terms of text formats has been evidenced with PISA 2009 Shanghai data (Shen and Lu 2013).…”